Towars a Supranational European Policy on Education: The European Dimension on Education

Transcription

1 Towars a Supranational European Policy on Education: The European Dimension on Education XV World Congress of Comparative Education Societies New times, New Voices june 2013 Dr. Alfonso Diestro Fernández Facultad de Educación (UNED, España) GIPES (Grupo de Investigación en Políticas Educativas Supranacionales)

2 Presentation Index 1. Introduction! 2. Historical origin. 3. EDE Convergences & divergences. 4. EDE tendencies. 5. Necessity to recognize EDE. 6. Conclusion!

3 Europe: two different context in the same continent EU + COE

4 Geopolitical European Context (EU + COE) European Council (47) European Union (27)! Copenhagen criteria They share the same purpose and global aims!

5 Historical origin The EDE emerges from the confluence of the educative policy of the COE and the EU EU It first emerges from the Community (1973) COE the signing of the Cultural European Convention (1954) and the periodic meetings (biannual) of the Standing Conference of European Ministers of Education (1959). We have defined the historical-political development process of the EDE through these two organizations from which it emerges.

6 Historical route This process is based on the analysis and the interpretation of different documents dedicated to this specific question in the EU and the COE. We can only emphasize the real ones which try to be a strategy or tool of action: - EU European Commission Resolution about EDE (1988). - COE Standing Conference of European Ministers of Education Resolution (1991). The rest are documents referring to intentional aspects of the process of deliberation between the institutions of each organization (the encouragement of European subjects at History and Geography schools, the promotion of an European community spirit, the fostering of exchanges among teachers and students, the learning of languages,...).

7 Political documents devoted to the EDE European Union (EU) Informes de Spinelli (1972), Janne (1973) y Dahrendorf (1974) Programa de Acción (1976) Comunicación de la Comisión (1978) Informe del Parlamento Europeo P. Power (1978 y 1982) Conclusiones del Consejo y de los Ministros de Educación (1985) Informes y Resolución del Parlamento Europeo (1985 y 1987) Resolución de los Ministros de Educación (1988) Tratado de Maastricht (TUE, 1992) Libro Verde de la DEE (1993) Programa SÓCRATES y LEONARDO Informe del Parlamento Europeo (2002) European Council (COE) Resoluciones del Comité de Ministros (1952 y 1954) Resoluciones del Comité de Ministros (1964, 1965, 1969 y 1976) Recomendación del Comité de Ministros (1983) Resolución del Comité de Ministros (1985) Resolución de la Asamblea Parlamentaria (1989) Resolución de la CPMEE (1991) Grupo de expertos para la DEE ( ) Programa Una educación secundaria para Europa ( ) Programa de materiales pedagógicos para la DEE ( ) Programa Educación para la Ciudadanía ( ) ( )

8 Historical route If we consider together this historical and political tendency and we understand it as an educational tendency of the Supranational European Policy on Education (EU + COE), we can emphasize six key factors and periods: - Inspiration of the idea (COE, ). - Genesis of the concept (EU, ). - Blockade and reorientation (EU, ). - Maximum height (EU COE, ). - Zenith (COE UE, ). - Decline-dispersion-reorientation- almost disappearance (COE EU ). - European year of Education through citizenship (2005).

9 European Dimension on Education. Historical-political route. 50 años de la Convención Cultural Europea Inspiration Genesis 1980 Etapas y número de documentos normativos dedicados a la DEE en la UE y el COE ( ) 1985 Blockade and reorientation Maximum height 2000 Zenit UE COE

10 EDE Convergences & divergences. About the divergences UE - COE:!! Economy vs. Culture-Identity-Heritage Social vs. Pedagogy-Politic Factors Exogenous vs. Endogen Instrumental capacities vs. Attitudinal Stronger normative setting vs. Softer link!

11 EDE Convergences & divergences. About the convergences UE - COE:!! The European Space of Knowledge.! Authentication of degrees, certificates and competence.! School links and exchanges.! Teachers training and motilities.! Exchange of information and experiences (EURIDICE EUDISED).! Conferences and competitions on the day of Europe at schools (sensitizing)! Cooperation with central and oriental countries (PECOs)! The learning of languages.! Long life Education and key competence.! The working out of material and resources.!!

12 EDE tendencies EDE interpretation EU Fitting quality factor of the educative processes in the national Educational Systems towards a European context. Acting as an added value of the political action of the EU to the general purposes of education. The tendency focuses on the peripheral elements of the SE and promotes a reform of the instrumental character from inside outwards. It s a recommendable option EDE interpretation COE Its a principle over which the educative action of the organization lays. Responds to a new pro-european philosophy which is trying to get a total pedagogic renewal of politics and the European education systems. Its a new system of competence and intellectual approach which rest over the values and principles shared by all the European citizens. The tendency promotes an improvement of the main elements from outside inwards, with an attitudinal character. It s a European necessity

13 Necessity to recognize EDE EDE can never be either a new subject or educative content, a passing political fashion or an attempt for establishing an excessive Euro-nationalism/ Euro-centrism. It cannot confine itself to an only document or be an exclusive concept of the EU or COE. When speaking about EDE, we cannot simplify and we have to avoid short-term dogmatism and excessive optimism y Javier M. Valle

14 Necessity to recognize EDE It refers to the essence which soaks the Supranational European Policy on Education It arises to renew modern pedagogy in the pro-european philosophy of education and the driving force of the Supranational European Policy on Education. Without it, a real convergence to reach a narrower union among the peoples- which is the main aim of the EU and the COE-, is not possible.

15 Necessity to recognize EDE. Some of the aims of EDE are the following: To strengthen the sense of European identity among young people and make them realize the value of citizenship. To prepare young people to take part in the economical, social and cultural development of Europe. To make them conscious of the advantages, disadvantages and challenge this means. To improve their knowledge, to favour the image of Europe, to in still them in the meaning of cooperation. To offer opportunities to be able to improve the quality of education. To help young people for integration into the society and a better transition to active life To favour the common principles and values, individual freedom and Democracy.

16 Necessity to recognize EDE. The EDE can be organised in four different areas of action (Pro-European competence: attitude and instrumental) The curriculum and educative programmes Extraactivities (out-ofschool) exchanges, linked The initial and progressive training of teachers Ways of headship and management the institution Scholar community

17 Necessity to recognize EDE. All the pedagogic programmes which try to introduce and favour the EDE, should pay special attention to three key elements to strengthen the image and the understanding of the idea of Europe in the new generations: 1.-European identity (Euro-global and opened to the world). The Europe of peoples and regions. 2.- Culture interaction (interculturalism) and joint in diversity, supported by social cohesion and equality among peoples and regions. 3.- European citizenship (political and legal status), active democracy.! Reinforce the image and understanding of the idea of Europe

18 Necessity to recognize EDE. The EDE refers to education for, to, on and about Europe, and it also refers to all the elements in the curriculum and school programmes (central and peripheral) of the European SE. Its action can be developed in the different scenes of formal and informal education of every stage under the learning paradigm of life learning. The EDE represents The European citizens education (how to be, think and feel). It tries to get the EDE closer to citizens and to help them in the exercise of that active and critical citizenship. The EDE is complementary, converging and irreplaceable. Consequently, its character is inclusive, cosmopolitan and opened to the world.

19 Conclusion UE Valle (2006) European Dimension on Education COE Diestro (2011) y Javier M. Valle